Chapter 1

INTRODUCTION

Nature and Importance of the Study

Metacognition refers to one’s awareness of and ability to regulate one’s

own thinking (Flavell, 1979). It describes the processes involved when

learners plan, monitor, evaluate and make changes to their own learning

behaviors. On the other hand, self-regulation is about the extent to which

learners are aware of their strengths and weaknesses, the strategies they use

to learn, can motivate themselves to engage in learning, and can develop

strategies and tactics to enhance learning. According to Schraw, Crippen, and

Hartley (2006), the role of metacognition is the most important, “because it

enables individuals to monitor their current knowledge and skills levels, plan

and allocate limited learning resources with optimal efficiency, and evaluate

their current learning state. Metacognition makes you smarter, better able to

take advantage of and develop your abilities. Students with metacognitive

abilities can deal with their learning and its execution through managing

thoughts, assessing learning, and evaluating the time required for study

through the use of appropriate strategies.

Although previous research has shown that students in higher

education are capable of monitoring and reflecting on their strategy use (Roth

et al., 2016), the findings from a recent study by Anthonysamy et al. (2020)

revealed that metacognitive knowledge is still lacking among university

students. Furthermore, an article published by the Harvard Business Review

1
revealed that the biggest issue in learning is that students do not engage in

metacognition enough (Boster, 2018). For this reason, many students end up

failing to achieve some of the fundamental skills that they need to prosper

academically. In many cases, application of the metacognitive strategies is not

applied accurately. Limited studies are investigating the use of metacognitive

strategies in learning performance among university students. The question is

what could be a specific strategy that a student could use in order to plan,

monitor and evaluate their own learning based on the tasks given by their

teacher.

Other studies found out that during problem-solving activities in

Science, the reason why students gave up without even attempting to solve

the problem was the lack of metacognitive skills (Java, 2014). On a positive

note, when metacognitive task where used during problem solving activities,

the students displayed a better attitude towards problem-solving. Moreover,

learners who utilized metacognitive regulation strategies such as planning,

monitoring and evaluating have positively improved their attitudes towards

problem-solving or in any cognitive task (Chan, 2018; Jahangard, Soltani, &

Alinejad, 2026).

In order to address the prevailing problems in metacognition to some

students, the researchers will design a metacognition and self-regulation task

plan which is called as “GAPAPUSA”. They will determine the influence of this

task plan in improving academic performance, specifically the learning

performance of SSC Grade 9 students in the limited face to face instruction.

2
The study will also help individuals in understanding the reason students with

adequate metacognitive skills are capable of achieving good academic grades

as compared to those who have no metacognitive capabilities. This will also

help the students in acquiring skills that they can use in resolving and

understanding complex ideas in their Science subject.

Objectives of the Study

This study will be conducted generally to design and evaluate a self-

regulation task plan known as “GAPAPUSA” that enhances the metacognition

skills of SSC Grade 9 students by improving their learning performance and

motivation.

Specifically, it seeks to:

1. Determine the effectiveness of GAPAPUSA a self-

regulation Task plan on the learning performance of the Grade 9

students in terms of pre-test and post-test.

2. Ascertain the significant difference between the pre-test

and post-test scores of the students.

3. Determine the effectiveness of GAPAPUSA a self-

regulation task plan on the motivation of the Grade 9 students

using IMI.

3
Theoretical Framework

The study is anchored from theory of Self-Regulation by Zimmerman

(2000), states that self-regulation has been defined as learners' beliefs about

their capability to engage in appropriate actions, thoughts, feelings, and

behaviors in order to pursue valuable academic goals, while self- monitoring

and self-reflecting on their progress toward goal-completion.

The concept of self-efficacy is one of the most important aspects of

self-regulated learning. "Beliefs in one's capabilities to organize and execute

the courses of action required to produce given attainments," according to

Bandura (1997).

Through Dr. Zimmerman encouragement, he has demonstrated self-

efficacy and set high expectations for his students. By these standards,

students were compelled to strive to be the best they could be, and when a

student has someone like Professor Zimmerman on their side, something in

them shifts. They, too, learn to be confident. They are motivated to study,

educate, conduct research, and strive to be the greatest person they can be.

This awakening moment inspired students and made them believe they were

capable of achieving their objectives.

In connection with the present study, it aims to investigate the learning

performance of the Grade 9 students using a GAPAPUSA daily task plan. Like

any other students, the students of NSF (Naval School of Fisheries) are

struggling to cope up with their school works specially Grade 9 students in

Special Science Class students most of them are gradually losing their

4
interest because of the new set up of learning which is the limited face to face

classes where there is less interaction between students and teachers, it’s a

burden part for the students. Through the use of “GAPAPUSA: a

metacognition and self-regulation task plan, students will be able to develop

their metacognitive skills and become motivated in doing their learning

activities in Science, particularly Consumer Chemistry subject.

Conceptual Framework

PROCESS OUTPUT
INPUT

Learning Improved Science

GAPAPUSA Performance and
Metacognition Motivation of SSC
and Self- Grade 9 Students
Regulation Task in a
Plan Limited Face to
Face Instruction
Learning
Performance and
Motivation of SSC
Grade 9 Students

5
 Chapter II

METHODOLOGY

This chapter gives an outline of research methods that were followed in

the study. It provides information about who the participants were and how
they were sampled. The researchers describes the research design that was
chosen for the purpose of this study and the reasons for this choice. The
instrument that was used for data collection is also described and the
procedures that were followed to carry out this study are included. The
researcher also discusses the methods used to analyze the data.

Research Design and Sampling

A quasi-experimental research design was used in this action research

study. It was designed with experimental groups of SSC Grade 9 students in

Naval School of Fisheries where a daily metacognition and self-regulation task

plan that focuses on the subject Consumer Chemistry was distributed.

Research Instrument

The following instrument the researchers used in gathering the data

includes the following:

Pretest and Posttest Design

Pre-test and post-test is composed of 15 items based on the topic

“Graham’s Law of Effusion.” This contains the least learned competency. In

order to determine the effectiveness of GAPAPUSA a self-regulation task

plan, the researchers compared the pre-test and post-test scores of the Grade

9 students. The tests was composed of two (2) parts. First is multiple choice

6
and second is problem solving. In the multiple choice, it focuses more on the

concepts of Graham’s Law of effusion and the person who developed this law

which consists of 10 items. The last part consists of 3 items about Graham’s

Law problems. This will develop the student’s problem-solving skills. The

questions included in the tests was collected from the Internet and the book

from the researchers’ cooperating teacher.

GAPAPUSA: a Metacognition and Self-regulation Daily Task Plan

GAPAPUSA daily task plan is designed to improve students’

metacognition abilities that would help them plan, manage and monitor their

learning. The overall topic that students should accomplish in a week is

based on “Graham’s Law of Effusion.” Each day, students will accomplish

only one (1) activity and so on. Students will attach expected output each

day in the daily task plan. This also includes the persons involve in doing the

activity as well remarks. Below is the designed GAPAPUSA a metacognition

and self-regulation task plan:

IMI (Intrinsic Motivation Inventory) by Ryan and Deci (2000)

To determine of how effective the GAPAPUSA daily task plan on the

motivation of the Grade 9 students, the researchers adapted an IMI (Intrinsic

Motivation Inventory created by Ryan and Deci (2000). This will reveal the

perceptions of the students towards GAPAPUSA daily task plan. This consists

24 perception statements. Students will choose either SD (Strongly Disagree),

D (Disagree), A (Agree), or SA (Strongly Agree).

7
Data Collection

The data collection for this research was taken from three different

sources: the pretest, posttest, and using IMI to measure the motivation of the

Grade 9 students on the GAPAPUSA daily task plan using google form. The

pretest and posttest was based on the topic “Graham’s Law of Effusion”,

grade 9. Before the distribution of the GAPAPUSA a self-regulation daily task

plan to the selected Grade 9 students from two sections, the pretest was

being distributed. It was composed of 15 items that consist of two (2) parts:

multiple choice and problem solving.

The necessary permission was obtained from the Principal’s office.

After the permit has been granted, the researchers asked the cooperating

Science teacher for permission to perform the study. Researchers conducted

a pre-test from the two section Linnaeus and Forsskal. The researchers

selected 10 students from each section to participate in the said study. After

the gathering of the results of the pre-test, the GAPAPUSA a metacognition

and self-regulation daily task plan was employed to the Linnaeus group.

They were given approximately a week to accomplish the task and a post-

test was undertaken to evaluate if there is a significant change in their

results. In the meanwhile, the researchers merely gave the Forsskal group

post-test without employing the GAPAPUSA daily task plan. After gathering

the results of both groups, the researchers analyzed the different results and

evaluated whether there is a significant difference in the results of applying

an intervention to the Linnaeus group of students as an experimental group.

8
Statistical Treatment of Data

In determining the perception of the students, results and responses of

the respondents were tallied, analyzed and interpreted using weighted mean,

frequency counts, percentage and ranking system. The table of equivalent

below was used as the basis of interpretation of data.

Weight Scale Verbal Interpretation

3.50 – above Strongly Agree
2.50 – 3.49 Agree
1.50 – 2.49 Disagree
Below 1.50 Strongly Disagree

9
 Chapter III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation of data using tables based on

the instruments being used and the analysis and interpretation of data using

one tailed test

Effectiveness of GAPAPUSA a Self-regulation Task Plan on the Learning

Performance of the Grade 9 Students in terms of Pre-Test and Post-Test

Table 1

Pre-test and Post-test Scores of a Group of Students that have Used the

GAPAPUSA a Metacognition and Self-regulation Daily Task Plan

Students Pre-Test Post-Test

Student 1 10 14
Student 2 6 10
Student 3 9 13
Student 4 8 13
Student 5 11 15
Student 6 11 14
Student 7 10 13
Student 8 5 10
Student 9 11 15
Student 10 4 4

To discuss the results, let us first take a look at the graphs comparing

pre-test and post-test data.

10
 As we can see, the post-test scores (in orange) showed an average

increase of 4.5 points. The total number of items of pre- and post-test is 15

items. There are three (3) students who got eleven (11) as the highest score

in the pre-test while got fifteen (15) which is a perfect score in the post-test.

These are students 5, and 9. While student six (6) got eleven (11) in the pre-

test and got fourteen (14) in the post-test. Student three (3) who got nine (9)

and student four (4) who got eight (8) got thirteen (13) in the post-test. This

shows a better learning performance of these students. While student ten (10)

who got the lowest score which is four (4) but got thirteen (13) score in the

post-test. This shows a great improvement of his/her learning performance

after employing the GAPAPUSA daily task plan. Overall, the students did

show an increase in their learning performance based on the scores they’ve

got from the post-test.

Table 2

Pre-test and Post-test scores of a Group of Students that did not Use the

GAPAPUSA a Metacognition and Self-regulation Daily Task Plan.

Students Pre-Test Post-Test

Student 1 10 11
Student 2 9 9
Student 3 10 10
Student 4 10 9
Student 5 6 8
Student 6 9 10
Student 7 7 9
Student 8 10 12

11
 Student 9 3 5
Student 10 9 11

As we can see, the post-test scores (in gray) showed an average

increase of only 1.1. These group of students did not undergo an intervention

of GAPAPUSA daily task plan. The result shows only a minimal increase in

the scores between their pre-test and post-test. Student one (1) was able to

get one (1) point increase from pre-test to post-test (from 10 to 11). Student

two (2) and three (3) showed no improvement on their scores from pre-test to

post-test (9 to 9 and 10 to 10). However the score of student four (4) has

decreased from ten (10) to nine (9). This shows that students were not able

to improve his/her learning performance. Students five (5), eight (8), seven

(7) and nine (9) got two (2) points increase on their score from pre-test to

post-test. Student ten (10) was able to get an increase of three (3) points

from his/her score (from 9 to 10).

Comparing both group of students, we can clearly see that there was

a great improvement of the learning performance of students who undergone

an intervention GAPAPUSA daily task plan than group of students who only

undergone pre-test and post-test without an intervention.

One Tailed Test

In order to identify if there is a significant difference in the learning

performance based on the post-test scores of the students who undergone

12
GAPAPUSA daily task plan and another group of students who did not

undergone an intervention, the researchers used one tailed test hypothesis.

Table 3

Computation of Variance in each Group

Post-test Scores of X1
2
Post-test Scores of 2
X2
the Students who the Students who
Undergo did not Undergo
GAPAPUSA Daily GAPAPUSA Daily
Task Plan Task Plan
( X 1) ( X 2)
14 196 11 121
10 100 9 81
13 169 10 100
13 169 9 81
15 225 8 64
14 196 10 100
13 169 9 81
10 100 12 144
15 225 5 25
13 169 11 121
Total = 130 ∑ X 21=1,718 Total = 94 ∑ X 22=918
M = 130/10 = 13 M = 94/10 = 9.4

2
s=
∑ 2
X1
−M
2 2
s=
∑ 2
X2
−M
2
1 1 1 2 2 2
N N

2 1718 2 2 918 2
s1= −13 s2= −9.4
10 10

2 2
s1=171.8−169 s2=91.8−88.36

13
 2 2
s1=2.8 s2=3. 44

Computation of Standard Error of Difference between Means

√( )( )
2 2
N 1 s 1+ N 2 s2 N1+ N2
s M 1−M 2=
N 1+ N 2−2 N1 N2

sM 1−M 2=
√( )(
10 ( 2.8 ) +10(3.44 ) 10+10
10+10−2 10 x 10 )
sM 1−M 2= (√ 28+34.4
18 )( 100 )
20

sM 1−M 2= (√ 62.4
18 )
( 0.2 )

sM 1−M 2=√ ( 3.46667 ) ( 0.2 )

sM 1−M 2=√ 0.693334

sM 1−M 2=0.83267

Computation of t-statistic

M 1−M 2
t=
s M 1−M 2

13−9.4
t=
0.83267

t=4.32

Now, the researchers set up the hypothesis:

14
Ho = There is no significant difference in the learning performance between the

two groups. (μ ¿ ¿ 1=μ 2)¿

Ha = There is a significant difference in the learning performance between two

groups

t=4.32 n=20 d . f .=18 α =0.05

table t=1.734

1.734 4.32

Since t-statistics (4.32) is larger than the table t (1.734), the

researchers rejected the null hypothesis and accepted the alternative

hypothesis. They concluded that the learning performance of the students

who undergone GAPAPUSA daily task plan has improved their learning

performance compared to the group of students who did not undergone

15
GAPAPUSA daily task plan. That means, there was a significant difference in

the learning performance between the two groups.

Perception of the Students

Based on the interpretation of the data presented below, there are 21

out 24 statements that are interpreted as Agree, 1 statement interpreted as

Disagree, while 2 statements interpreted as Strongly Agree.

If strongly agreed statements were arranged from greatest to least

weighted mean, Rank 1 is “I believe I had some choice about doing this

GAPAPUSA daily task plan” which garnered a weighted mean of 3.8, followed

by “I believe that participating in the GAPAPUSA daily task plan would be

beneficial for me.” with 3.6 weighted mean.

Among the agreed statements, Rank 1 are “I think the GAPAPUSA

daily task plan is important for my improvement”, I believe doing the

GAPAPUSA daily task plan could help me do better in school.”, “I felt like it

was not my own choice to do the GAPAPUSA daily task plan” with a weighted

mean of 3.4. Then “I believe that doing the GAPAPUSA daily task plan is

useful for improved concentration” got a weighted mean of 3.3. “The

GAPAPUSA daily task plan was fun to do” and “I think the GAPAPUSA daily

task plan is an important activity” have a weighted mean of 3.2. This followed

by “While I was doing the GAPAPUSA daily task plan, I was thinking about

how much I enjoyed it”, “It is possible that the GAPAPUSA daily task plan

16
could improve my studying habits’, “Doing GAPAPUSA daily task plan helped

me practice self-discipline’, “I did GAPAPUSA daily task plan because I had

to” and “I would be willing to do the GAPAPUSA daily task plan again because

it has some value for me” with a weighted mean of 3.1. “I thought that

GAPAPUSA daily task plan was a very interesting activity”, “I am willing to do

the GAPAPUSA daily task plan again because I think it is somewhat useful’, “I

would describe the GAPAPUSA daily task plan as very enjoyable”, “I felt like I

had to do the GAPAPUSA daily task plan”, and “. I would describe the

GAPAPUSA daily task plan as very fun” has a weighted mean of 3. Next is “. I

enjoyed doing the GAPAPUSA daily task plan very much” have a weighted

mean of 2.9. “I really did not have a choice about doing the GAPAPUSA daily

task plan” and “I did the GAPAPUSA daily task plan because I wanted to” with

a weighted of 2.8. Then followed by “. I felt like I had no choice but to do the

GAPAPUSA daily task plan” garnered with a weighted mean of 2.6.

Lastly, statement that is interpreted as disagreed, garnered with

weighted mean of 2.3 is “I thought the GAPAPUSA daily task plan was a very

boring activity.” Also as you can see the table below the overall weighted

mean is 3.1 which indicates that Students are Agreed that GAPAPUSA daily

task plan help them to improved their learning performance.

Table 4. Shows the Perceptions of Students about the Activities

Perceptions on the Activities Weighted Interpretation

Mean
1. I believe that participating in the
GAPAPUSA daily task plan

17
 would be beneficial for me.

3.6 Strongly Agree

2. I believe I had some choice about
doing this GAPAPUSA daily task
plan.

3.8 Strongly Agree

3. While I was doing the
GAPAPUSA daily task plan, I
was thinking about how much I
enjoyed it.
3.1 Agree
4. I believe that doing the
GAPAPUSA daily task plan is
useful for improved concentration

3.3 Agree
5. The GAPAPUSA daily task plan
was fun to do.

3.2 Agree
6. I think the GAPAPUSA daily task
plan is important for my
improvement.

3.4 Agree
7. I enjoyed doing the GAPAPUSA
daily task plan very much.

2.9 Agree
8. I really did not have a choice
about doing the GAPAPUSA
daily task plan.

2.8 Agree
9. I did the GAPAPUSA daily task
plan because I wanted to.

18
 2.8 Agree
10. I think the GAPAPUSA daily task
plan is an important activity.

3.2 Agree
11. . I felt like I was enjoying the
GAPAPUSA daily task plan while
I was doing it

2.8 Agree
12. I thought the GAPAPUSA daily
task plan was a very boring
activity.

2.3 Disagree
13. It is possible that the GAPAPUSA
daily task plan could improve my
studying habits.

3.1 Agree
14. I felt like I had no choice but to do
the GAPAPUSA daily task plan.

2.6 Agree
15. I thought that GAPAPUSA daily
task plan was a very interesting
activity.

3 Agree
16. I am willing to do the GAPAPUSA
daily task plan again because I
think it is somewhat useful.

3 Agree
17. I would describe the GAPAPUSA
daily task plan as very enjoyable.

19
 3 Agree
18. I felt like I had to do the
GAPAPUSA daily task plan.

3 Agree
19. I did GAPAPUSA daily task plan
because I had to.

3.1 Agree
20. Doing GAPAPUSA daily task
plan helped me practice self-
discipline.

3.1 Agree
21. I believe doing the GAPAPUSA
daily task plan could help me do
better in school.

3.4 Agree
22. . I would describe the
GAPAPUSA daily task plan as
very fun

3 Agree
23. I felt like it was not my own
choice to do the GAPAPUSA
daily task plan.

3.4 Agree
24. I would be willing to do the
GAPAPUSA daily task plan again
because it has some value for me

3.1 Agree
TOTAL WEIGHTED MEAN 3.1 Agree

20
 Chapter IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion; recommendations

arrived at in the study.

Summary of Findings

Based on the analysis of the data, GAPAPUSA self-regulation task

plan is effective to Grade to 9 students. The learning performance of the

student who are using the GAPAPUSA a metacognition and self-regulation

daily task plan in Linnaeus is higher compared to those students in Forsskal

without employing the GAPAPUSA daily task plan. This difference in the

average learning performance is not expected since students from the

Linnaeus belong to the second section. With the respect of the result of their

pre-test and post-test scores there is a difference on the learning achievement

in Consumer Chemistry of the students that belongs in Linnaeus and

Forsskal, because the learning performance of each students are not the

same.

Using the IMI, it shows that GAPASU daily task plan is effective to

motivate student’s interest and help them to their learning performance in

doing the activities in Consumer Chemistry. Out of 24 statements of the

perception of students towards their activities, there are 21 out of the

21
respondents who Agreed, 1 Disagreed, and 2 of them were Strongly Agree.

As a matter of fact, most of the students choose to agree that GAPASUSA

daily task plan help them to nurture their learning and help them to enhance

their self-discipline.

Conclusion

Based on the findings of the study, shows that GAPAPUSA a self-

regulation daily task plan is effective to the learning performance of the Grade

9 students. In other words, these students are capable to learn, to properly

monitor, plan, manage, and regulate their academic performance. Based on

literature and learning theories, we can conclude that students who maintain

effective metacognitive learning skills got higher average with their learning

performance.

As a matter of fact, most students strongly agreed that participating in

the GAPASUSA daily task plan would be beneficial for them. Therefore,

GAPASUSA daily task plan has a significant effect on the students’ learning

performance in Consumer Chemistry.

Recommendations

After a thorough analysis of data, the researchers wants to recommend;

 To add another source of data which is to conduct a mid-

assessment and student interview or another form of student’s

feedback, since we found out that “ GAPAPUSA a metacognition

and self-regulation daily task plan” in Linnaeus is higher compared

22
 to those students in Forskal without employing the GAPUSA task

plan and it is not expected.

 To have more hands on activity on the daily task plan in consumers

chemistry to ensure their learning's and motivation.

 Lastly, we would like also to suggest for the further studies to have

larger number of respondents to acquire more data for analysis and

have a satisfied result.

23
24
 References

ALshammari,A.(2015).The Effect Of Using Metacognitive Strategies

Achievement And The Trend Toward Social Studies for Intermediate

Schools Students in Saudi Arabia. International Journal of Education,

Learning and Development Vol.3, No.7, pp.47-54. www.eajournals.org

Bjork, R.A., Dunlosky, J., & Kornell, N. (2013) Self-regulated learning: Beliefs,

techniques, and illusions. Annual Review of Psychology, 64: 417-444.

https://pdfs.semanticscholar.org/4efb/146e5970ac3a23b7c45ffe6c448e

74111589.pdf

Cerbin, W. (2015). Metacognition. In Teaching Improvement Guide. University

of Wisconsin at La Crosse Center for Advancing Teaching and

Learning. Retrieved from

http://www.uwlax.edu/catl/teaching-guides/teaching-improvement-

guide/how-can-i-improve/metacognition/

Chick, N. (n.d.). Metacognition. Vanderbilt University Center for Teaching.

Retrieved from

https://cft.vanderbilt.edu/guides-sub-pages/metacognition/

25
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of

cognitive-developmental inquiry. American Psychologist, 34, 906 – 911.

LaMorte W. (2021). Module 7 – Comparing Continuous Outcomes. Boston

University School of Public Health. Retrieved from

https://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH717-Module7-T-tests

APPENDICES

26
 POST TEST IN CONSUMER CHEMISTRY

Name (optional): _______________________ Age: _____________________

Grade level: ___________________________ Section: ___________________

I. Multiple choice
Direction: Choose and encircle the correct answer.

1. A law that states that the rate of effusion of gas is inversely proportional to the

square root of the density of the gas.

a. law of effusion b. grahams law of effusion c. Boyles law d. both a and

2. The density of a gas is inversely proportional to

a. molar mass b. Pressure c. Temperature d. rate of
diffusion

27
3. Graham law was discovered by
a. Peter Graham b. David Graham c. Thomas Graham d. Dalton
Graham

4. In Graham’s law of effusion, the constants are

a. temperature and pressure b. volume and pressure c. density and volume
d. temperature and density

5. Why would O2 effuse faster than CO2 in the same room?

a. because O2 has more energy b. because O 2 has a greater
molar mass
c. because oxygen has a greater temperature d. they will effuse the same
because the temperature is fixed

6. Gas pressure is caused by:

a. Gas molecules heating up. b. Gas molecules react with other
gas molecules.
c. Gas molecules hitting the walls of a container. d. Gas molecules
hitting other gas molecules

7. The tendency of molecules to move toward areas of lower concentration until the
concentration is uniform throughout.
a. effusion b. pressure c. diffusion d.
atmosphere

8. Graham’s law refers specifically to

a. the rate of diffusion b. the rate of effusion
c. the temperature of gases d. the partial and total pressure of gasses in
a sample

9. Lighter gases have a ____________ rate of effusion.

28
 a. faster b. slower c. rate of effusion does not depend on mass d. none of
the above

10. Effusion is
a. used to describe the combustibility of a gas b. ability of a gas to escape through a
tiny opening
c. what occurs after diffusion d. the ability of gas to mix with other
gases.

II. Problem solving.

1. What is the ratio of the effusion rates of hydrogen gas (H 2) and carbon dioxide

(CO2) at the same pressure and temperature?

2. The rate of effusion of an unknown gas is 9.20mL/min. Under identical

conditions, the rate of effusion of pure nitrogen (N 2) gas is 14.65 mL/min.

identify the unknown gas using the Graham’s law.

a. O2 b. C3H8 c. C4H10 d. NO2 e. Cl2

3. It required 45.0 seconds for a certain number of moles of gas to pass through a small

opening into a vacuum. Under the same condition, it took 28.0 seconds of the same

number of moles of argon gas to effuse. Find the molar mass of the unknown gas.

29
 My Daily Task Plan

(GAPAPUSA Metacognition and Self-Regulation Task Plan about Consumer Chemistry)

Name:________________________ Teacher:__________________________

Section:_______________________ Subject:_________________________

Week 1
Monday
Task 1: Illustrate the process of effusion
Expected Output

30
Person Involve:
Remarks
Tuesday
Task 2: Differentiate effusion and give one example each process.
Expected Output

Persons Involve:
Remarks:
Wednesday
Task 3: Explain the inverse relationship between the rate of effusion and
molecular weight of a gas.
Expected Output

Persons Involve:
Remarks:
Thursday
Task 4: Practice solving problems using the formula of graham’s law of
effusion
Expected Output

Persons Involve:

31
 Remarks:
Friday
Task 5: Write a brief synthesis of your learnings about Graham’s Law of
Effusion
Expected Output

Persons Involve:
Remarks:
My Reflection:

Prepared by:

Galit, Patricia Mae E.

32
IMI (Intrinsic Motivation Inventory) by Ryan and Deci (2000)

This questionnaire is design to collect your perceptions about the

activities. Your genuine answers are requested in all the items below. All

responses will be treated with utmost confidentiality.

A. General Information

Name (Optional): ________________________________

Grade & Section: ___________________

B. Perceptions on the Activities

Please rate below by putting check (/) in the appropriate box.

SD-Strongly Disagree D-Disagree A-Agree SA-

Strongly Agree

Perceptions on the Activities SD D A SA

1. I believe that participating in the GAPAPUSA daily
task plan would be beneficial for me.
2. I believe I had some choice about doing this
GAPAPUSA daily task plan.
3. While I was doing the GAPAPUSA daily task plan, I
was thinking about how much I enjoyed it.
4. I believe that doing the GAPAPUSA daily task plan is
useful for improved concentration
5. The GAPAPUSA daily task plan was fun to do.
6. I think the GAPAPUSA daily task plan is important for
my improvement.
7. I enjoyed doing the GAPAPUSA daily task plan very
much.

33
8. I really did not have a choice about doing the
GAPAPUSA daily task plan.
9. I did the GAPAPUSA daily task plan because I wanted
to.
10. I think the GAPAPUSA daily task plan is an
important activity.
11. I felt like I was enjoying the GAPAPUSA daily task
plan while I was doing it
12. I thought the GAPAPUSA daily task plan was a very
boring activity.
13. It is possible that the GAPAPUSA daily task plan
could improve my studying habits.
14. I felt like I had no choice but to do the GAPAPUSA
daily task plan.
15. I thought that GAPAPUSA daily task plan was a very
interesting activity.
16. I am willing to do the GAPAPUSA daily task plan
again because I think it is somewhat useful.
17. I would describe the GAPAPUSA daily task plan as
very enjoyable.
18. I felt like I had to do the GAPAPUSA daily task plan.
19. I did GAPAPUSA daily task plan because I had to.
20. Doing GAPAPUSA daily task plan helped me
practice self-discipline.
21. I believe doing the GAPAPUSA daily task plan could
help me do better in school.
22. I would describe the GAPAPUSA daily task plan as
very fun
23. I felt like it was not my own choice to do the
GAPAPUSA daily task plan.
24. I would be willing to do the GAPAPUSA daily task
plan again because it has some value for me.

34
 Republic of the Philippines
BILIRAN PROVINCE STATE UNIVERSITY
ISO Certified 9001:2015
School of Teacher Education
Naval, Biliran

June 23, 2022

DR. ELENA CHRISTY S. AGANG

Principal
Naval School of Fisheries
Naval, Biliran

Thru: MR. FERNANDO L. ZAMORA

Acting Head
Science, Technology, and Engineering Program
Naval School of Fisheries

Ma’am:

Greetings of Peace and Prosperity!

In fulfillment for one of our major requirements for the course title “Teaching
Internship, we, selected 4th year students from Bachelor of Secondary Education –
Major in Science of Biliran Province State University will be making an action
research entitled GAPAPUSA: A Metacognition and Self-Regulation Task
Plan In Improving The Learning Performance and Motivation of Grade 9
students In a Limited Face to Face Instruction.

In line to this, we are humbly asking from your good office to allow us to
conduct our study to the Grade 8 students of the Science, Technology, and
Engineering Program (STEP) via online or limited face to face following minimum
public health standards.

Rest assured that the data gathered from the chosen respondents will be kept
with utmost confidentiality.

We are hoping for your favorable response in this request.

Thank you and More Power.

35
 Respectfully yours,

PATRICIA MAE E. GALIT

In convergence of the Researchers

Recommending Approval:

FERNANDO L. ZAMORA
Acting Head, STEP

Approved:

ELENA CHRISTY S. AGANG, EdD

Principal

36
 CURRICULUM VITAE

JEMA G. SABONG
Brgy. Talahid, Almeria, Biliran
+639675576326
jemasabong@gmail.com

PERSONAL INFORMATION

Date of Birth : September 14,1999

Place of Birth : Sitio Biasong, Talahid, Almeria, Biliran

Age : 23

Civil Status: Single

Nationality : Filipino

Religion : Independent Catholic

Father ‘s Name : Roger B. Sabong

Mother ‘s Name : Elma G. Sabong

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Secondary Education

Major in Science
Biliran Province State University
Naval, Biliran
2021-2022

37
Secondary : Tabunan National High School
Tabunan, Almeria, Biliran
2017-2018

Elementary : Matanggo Elementary School

Matanggo, Almeria, Biliran
2011-2012

38
PATRICIA MAE E. GALIT
Brgy. Tubig-Guinoo, Kawayan, Biliran
09488130614
triciagalit6@gmail.com

PERSONAL INFORMATION

Date of Birth : June 30, 199

Place of Birth : Sta. Cruz, Manila

Age : 23

Civil Status : Single

Nationality : Filipino

Religion : Catholic

Father’s Name : Primitivo P. Galit

Mother’s Name : Melinda E. Galit

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Secondary Education

Major in Science
Biliran Province State University
Naval, Biliran
2021-2022

Secondary: Kawayan National High School

39
 Poblacion Kawayan, Biliran
2017-2018

Elementary: Tubig-Guinoo Elementary School

Tubig-Guinoo, Kawayan, Biliran
2011-2012

MAMRE MAY P PARAGAS

Brgy. Matanggo, Almeria, Biliran
09553749663
mamremayparagass@gmail.com

PERSONAL INFORMATION

Date of Birth : May 16, 2000

Place of Birth : Dagupan City, Pangasinan

Age : 22

Civil Status : Single

Nationality : Filipino

Religion : Born Again Christian

Father ‘s Name : Liberato Paragas

Mother ‘s Name : Rita Paragas

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Secondary Education

Major in Science
Biliran Province State University
Naval, Biliran

40
 2021-2022

Secondary : Tabunan National High School

Tabunan, Almeria, Biliran
2017-2018

Elementary : Longos Elementary School

Longos, San Fabian Pangasinan
2011-2012

41
MARISSA S. PUTO
Brgy. Tigbawan Leyte, Leyte
09515004479
putomarissa123@gmail.com

PERSONAL INFORMATION

Date of Birth : December 29,1998

Place of Birth : Brgy. Parasan Leyte, Leyte

Age : 23

Civil Status : Single

Nationality : Filipino

Religion : Roman Catholic

Father ‘s Name : Dominador R. Puto

Mother ‘s Name : Sofia B. Puto

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Secondary Education

Major in Science
Biliran Province State University

42
 Naval, Biliran
2021-2022

Secondary : Calubian National High School

Calubian, Leyte
2017-2018

Elementary : Tigbawan Elementary School

Brgy. Tigbawan Leyte, Leyte
2011-2012

43
44